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Elementary [1st-5th] Lesson Plan

Torn Paper Collage Faces with Emotions

Created on November 21, 2012 by akornblum

This lesson will inspire students to think critically about color, shapes, mood, expression, and arrangement. Students will understand that artists can make art without ordinary objects such as a scissor. Students will focus on details, layering, and viewing artists who work with ripped paper. This lesson explores gluing, tearing, creating composition; color in relation to mood, and observing and thinking about the parts of the face.

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1 session; 45 minutes per session

• Students will understand the concept of arrangement
• Students will understand the relationship between features, layering, and shapes
• Students will perceive and discuss torn paper art
• Students will consider and apply mood
• Students will create a detailed torn paper individual

• Layering: arranging with multiple parts; overlapping
• Composition: the thoughtful arrangement of elements
• Mood: A state of mind, a feeling
• Value: the relative degree of lightness or darkness of a particular color

• Full sheets black construction paper
• Half sheets colored construction paper (to make the shape of the face)
• Pencil
• Basket filled with a mix of paper and paper sizes
• Glue sticks
• Artist examples: Derek Gores, Elizabeth Nelson, Chuck Close, T.I. Album cover

Need these materials? Visit Blick!

1. Introduction
• Discussion: Begin with either the artist PowerPoint or images of the artists’ work (depending on school). Talk about the moods the artist conveyed and how they achieved that. How can we show mood or expression? Look to your neighbor and make a face – regroup and talk about how we can show expression!
• Talk about composition, shapes, and color. Encourage students to use details (rip small paper, layer)! Have the students think about the placement of the ripped paper on the page. Talk about features to include (eyebrows, eye lashes, pupil, iris, nose, nostrils, ears, lips, teeth, earrings, hair, facial lines, hair accessories.). Talk about a background!
2. Demonstration:
• Have prepared samples hanging on the board as well as artist works
• Demonstrate the technique
a. Begin with 1 full size sheet of black construction paper (background)
b. Begin with 1 half size sheet of construction paper (face)
c. Start tearing the half size of paper into an oval shape for the head and glue it down
d. Students can either begin tearing pieces from the basket of paper or use a pencil to outline where the features will go (demonstrate both)
e. Think about facial features and begin tearing different sizes and colors.
f. Place and glue down
• (Dot, dot, dot, don’t glue a lot; or use a line, a thin line is fine!)
g. Keep adding, layering, and gluing until the page is complete
3. Distribute the materials
• Each student will have 1 full size sheet of black construction paper (background), 1 half size sheet of construction paper (face), a glue stick, a pencil (optional), and a variety of paper to choose from
4. Create
• Students will work the rest of the class period and finish their torn paper faces
• Sign artwork!
5. Clean up procedure
• Collect excess scraps from your area and throw them away
• Put away glue sticks
• Put art away
6. Critique
• Discuss outcomes. Visible faces, color choices, expressions explored, etc.
• Talk about how this process is a unique way to express a person with minimal materials and how artists are always making art no matter what is accessible to them.

Proficiencies in Materials and Techniques:
• Developed knowledge of specific art materials and vocabulary
• Used materials to achieve a desired effect:
• Tear paper into forms and shapes
• Adds a variety of features
• Conveys an emotion on the face
• Proper gluing technique
• Titles the piece with the mood

Performance and Effort:
• Exhibiting stamina and focus
• Working independently
• Participation in class discussion and class critique
• Participation and completion of project

Personal Expression and Originality:
• Using personal experiences or imagination as basis for artwork
• Making connections between other subject areas and artwork
• Expressing an original artist’s voice; go beyond means of project

• General behavior and responsibility
• Community participant

Assessment System
4 Goes beyond grade standard
3 Meets grade standard
2 Approaching grade standard
1 Does not meet grade standard

Can get messy, but a good one day project that requires few materials!

Chuck Close

Color/Value, Emphasis, Form, Proportion/Size, Shape

Collage, Paper